scholarly journals DIGITAL EDUCATIONAL ENVIRONMENT AS A TOOL OF SYSTEM CHANGES IN THE TEACHER’S PROFESSIONAL ACTIVITY

2019 ◽  
Vol 7 (6) ◽  
pp. 549-553 ◽  
Author(s):  
Latipov Z. A. ◽  
Galchenko N. А. ◽  
Rozova N. K. ◽  
Ikonnikova A. N. ◽  
Filippova S. V.
Keyword(s):  
Knowledge Management ◽  
Information Society ◽  
Human Life ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
New Information ◽  
System Changes ◽  
Low Efficiency ◽  
Use Of Knowledge

Purpose: Social and cultural prerequisites of Russia’s transition to an open information society have predetermined new requirements for graduates of modern educational organizations, ready for communicative activities in a digital educational environment. Informatization of education is characterized by increasing virtualization of the educational process and, as a consequence, the predominance of fragmented thinking, and increase in the gap between traditional and innovative educational technologies. Methodology: The basis of the digital educational environment in the context of the use of knowledge management technologies can be specialized knowledge management systems that combine knowledge of related scientific disciplines, which should provide integration, accumulation, and support, as well as the organization of access to knowledge of the educational environment. A distinctive feature of the development of mankind at the present stage is the transition to information society in which information and information processes are becoming one of the most important components of human life and society. Result: The development of the global process of informatization of society leads to the formation of not only the new information environment for people but also new, information way of their life and professional activities. Many researchers as the most acute problem of modern education called the mismatch of software, including for educational purposes, to high technical characteristics of computers, resulting in extremely low efficiency of computer use in training. Critically assessing the effectiveness of the existing software of the educational process and the ways of its development, we see the prospects for a radical change in the situation in the orientation to the use of knowledge management technologies that use software products that can be changed, adapting to the needs of the user and, in particular, to the didactic tasks of training. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of Digital Educational Environment as a Tool of System Changes in the Teacher’s Professional Activity is presented in a comprehensive and complete manner.

On the Issue of Modern Educational Environment

2018 ◽  
Vol 6 (3) ◽  
pp. 55-60
Author(s):  
В. Власенко ◽  
V. Vlasenko ◽  
А. Ганеев ◽  
A. Ganeev
Keyword(s):  
Teaching Methods ◽  
Information Society ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Environment Changes

In the conditions of education digitalization, the educational environment changes, technologies become not only the instrument. They transform education in accordance with the requirements of the information society, infl uencing educational process organization, teaching methods and education content. The article deals with the transformation of approaches to the concept of the educational environment, its place and role in the modern educational process. The authors analyze the main approaches to the defi nition of the modern educational environment depending on the purposes of its projecting. The article considers the necessary changes in the approaches to the development of teachers’ skills in mastering eff ective strategies of professional activity in a modern educational environment saturated with digital tools.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

Change of Teacher�s Professional Activity Components in a New Information and Communication Educational Environment

10.12737/2652 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 60-64
Author(s):  
����������� ◽  
Magomed Abdurazakov ◽  
����� ◽  
R. Aziev
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Working Conditions ◽  
Education System ◽  
Communication Technologies ◽  
Educational Environment ◽  
Professional Activity ◽  
Continuous Education ◽  
New Information ◽  
Information And Communication

Use of means related to information and communication technologies (ICT) in continuous education system promotes a training of future informatics teacher owning skills of ICT means use in his professional activity, capable to make effective decisions in dynamically changing working conditions. In connection with this it is possible to predict that in continuous education more and more important part will be assigned to self-training and selfeducation. Furthermore, in continuous education system formation an important role is played by formation of corresponding information and communication educational environment (ICEE). In this aspect the problem of future informatics teacher training to professional activity in the new ICEE is considered in the paper.

scholarly journals Readiness of future teachers for sociocultural education of children in modern conditions of society development

2021 ◽  
Vol 10 (47) ◽  
pp. 293-300
Author(s):  
Larisa M. Zakharova ◽  
Nataliya Y. Maydankina ◽  
Tatiana A. Chibisova ◽  
Ekaterina S. Subbotina ◽  
Victoria S. Zakharova
Keyword(s):  
Process Design ◽  
Professional Training ◽  
Preschool Teachers ◽  
Human Life ◽  
Preschool Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Cultural Aspects

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process.

scholarly journals Transformation of the model of additional education in a digital economy

2019 ◽  
Vol 23 (1) ◽  
pp. 34-45 ◽  
Author(s):  
L. V. Danchenok ◽  
A. S. Zaytseva ◽  
N. V. Komleva
Keyword(s):  
Knowledge Management ◽  
Professional Education ◽  
Business Environment ◽  
Educational Environment ◽  
Digital Economy ◽  
Educational Process ◽  
Education Programs ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Additional Education

The purpose of the researchis to develop a concept for improving the model of additional education for solving the tasks set by the Russian government in the Digital Economy of the Russian Federation Program. Taking into account the high rates of development of digital technologies and methods of their use, the transformation of the model of additional education becomes a paramount task and requires a systematic approach to its solution. Now, the issues of creating organizational structures and their financing for solving the tasks set in the Program often overshadow aspects related to the methodology and content of additional professional education. However, the issues of organizing ways to acquire new knowledge and skills, the content of additional education programs, personalization, and technology for delivering knowledge to students become most relevant. Therefore, it is important to create a competitive environment for additional education that meets the needs of the student.Materials and research methodscontain analysis of domestic and foreign literature on digitalization of education and knowledge management. The methodological basis of the research is the methods and technologies of the theory of knowledge management and system analysis.The research resultsshow that the dynamics of development of economic processes are so fast that they constantly require new knowledge and skills from employees, and often a shift in work. New competencies are required, which are now acquired mainly directly during work and independently. All this makes it necessary to improve the approaches to the implementation of additional education. The concept of transformation of the model of additional education proposed in the article contains the following basic requirements for the implementation of programs: the need for quality basic education as the foundation for the construction of various additional programs; availability of a wider range of additional education programs, not only after graduating, but also during and after school; the expansion of training programs offered through online platforms; development of network forms and peerto-peer training; the need for close cooperation with professional communities, building an additional education system to meet the requirements and needs of the business.Conclusion.The concept of transformation of the model of additional education proposed in the article is based on the use of modern information and communication technologies and the creation of an educational environment that assumes the active interaction of all participants in the educational process (including employers). The transformation of the educational environment involves the solution of practical tasks for the rapid development and updating of the relevant curricula; automatic construction of courses on the basis of the repository of educational objects under the competence, which are in demand and formed by the business environment; certification of various levels, confirming the acquisition of knowledge in a particular area, not only in accordance with the approved professional standards, but also in the field of continuing professional education; monitoring the demand for programs based on adaptive testing.

scholarly journals Forming A Pedagogue’s Research Competences in Innovative Educational Environment

2018 ◽  
Vol 7 (4.38) ◽  
pp. 1243 ◽  
Author(s):  
Tatyana Yuryevna Tsibizova ◽  
Nikolay Gennadievich Poyarkov ◽  
Svetlana Viktorovna Mamaeva ◽  
Alexander Vladimirovich Rubtsov ◽  
Elena Mefodyevna Plekhanova ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Research Activity ◽  
Basic Principles ◽  
Modern School ◽  
Research Competences ◽  
Four Levels ◽  
Self Instruction

Introduction. Changes that take place in different spheres of life in Russia (economic, political, social, cultural) determine new requirements to the goals, values, functions of education in providing the development and self-realization of students. A graduate of a modern school should master a complex of information and research skills, and have critical and creative thinking. Research methodology. The orientation of education towards the growth of a student as a person, bearer of certain individual peculiarities, and activity subject may be of use only if an effective strategy of pedagogic work is developed. Such a strategy should be scientifically grounded on the basic principles of modern approaches implemented in pedagogy and psychology: humanistic, personality-, activity- and competence-oriented. Research results. Four spheres of a pedagogue’s professional activity in an innovative educational environment have been distinguished: sphere of analysis, synthesis and mastering pioneering pedagogic experience; sphere of popularization and initial practical use of pioneering pedagogic experience and advanced developments; sphere of the improvement of professional skills and realization of creative potential of a teacher; sphere of innovative processes in the system of education. Discussion. The essence of a pedagogue’s research activity is conditioned by the functions, which are based on the following factors: optimization of the teaching and educational process; specifically, structured controlled cognitive process; processes of self-improvement, self-instruction and self-education, self-realization; mastering professional pedagogic activity of a new level. Conclusion. Four levels of the development of a teacher’s research competences have been distinguished: basic, empiric (local and initiative), productive (tactical), and constructive (strategic).  

scholarly journals Social-Psychological Aspects of Professional Learning Motivation

2016 ◽  
Vol 8 (4) ◽  
pp. 50-61
Author(s):  
D.O. Markov
Keyword(s):  
Achievement Motivation ◽  
Professional Learning ◽  
Psychological Adaptation ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Structural Components ◽  
Social Psychological ◽  
Psychological Features ◽  
Educational Professional

The article contains a theoretical review of both Russian (T.O. Gordeeva A.G. Bugrimenko, O.A. Tchadenkova etc.) and foreign (R. Rayan, and E. Dasy, A. Elliot and H. Makgregor, etc) approaches, classifications and researches of motivation of educational-professional activity, and special attention is paid to the socially-psychological features of this motivation: external conditionality of structural components, including achievement motivation, the mechanism of its formation in changing conditions of social environment, as well as nature of correlation of socially-psychological features of personality, in particular, processes of its socially-psychological adaptation, with characteristics of its motivational sphere. The article considers researches of external educational environment, (M. Bokarts, etc.) and inner personality settings (К. Dvak, А. Bandura) on becoming and development of motivation training are considered. Also there are researches of dynamics of motivation of educational-professional activity on various phases of educational process are described.

scholarly journals Gender aspect of social development of future specialists of the socionomic field as subjects of development of safe and healthy educational environment

2021 ◽  
pp. 241-250
Author(s):  
Nelli Tarasenko ◽  
Olga Rasskazova ◽  
Katerina Volkova
Keyword(s):  
Higher Education ◽  
Social Development ◽  
Gender Equality ◽  
Human Life ◽  
State Level ◽  
Educational Environment ◽  
Educational Process ◽  
Individual Values ◽  
The Social ◽  
Gender Aspect

The article presents the essence and ways of the gender aspect of social development of future specialists in the socionomic sphere. Several legislative documents on the establishment of gender equality adopted at the state level in Ukraine are analyzed. The necessity of developing the gender aspect of specialists in the socionomic sphere is substantiated. Analyzed components: «gender» (one of the basic components of the social structure of society), «sociality» (acquired in the course of human life in society supra-individual structure of his personality), «hidden curriculum» (what is latently broadcast to students in parallel with the official curriculum). The components of the development of the gender component of human sociality (cognitive, value, emotional-personal activity-behavioural), which are formed based on the social experience of the individual, values of gender equality, subjectivity in gender construction, gender sensitivity, gender tolerance, empathy behavioural strategies. Theoretical provisions for the development of a safe and healthy educational environment are outlined. It is established that in practice the development of the gender component of the sociality of students of socionic specialities in the conditions of pedagogical higher education establishment becomes possible through the implementation of the following areas of work: organization of meetings with representatives of units concerned with prevention and prevention of discrimination; updating of programs and material of initial disciplines taking into account the leading principles of gender-sensitive approach; introduction of certain topics on gender issues into the educational process; promoting the self-education of student youth on the implementation of gender policy; creation of gender promotion centres in higher education institutions.

Information educational environment in the informatics teacher training system

2020 ◽  
pp. 55-63
Author(s):  
N. V. Borisova ◽  
D. D. Bychkova ◽  
A. V. Panteleimonova ◽  
M. A. Belova
Keyword(s):  
Information Technologies ◽  
Modern Society ◽  
Educational Environment ◽  
Training System ◽  
Professional Activity ◽  
State University ◽  
Computational Mathematics ◽  
Distributed Information ◽  
New Information ◽  
Wide Range

Modern society changes daily under the influence of various factors. This inevitable process of development entails changes in all spheres of human activity, including education, which is the most important today, since it provides competitive specialists for the labor market and employment. In modern realities, a specialist must have not only fundamental knowledge, but also the skills and skills to apply them, as well as a wide range of additional qualities necessary for him in his professional activity, such as: the ability to self-development and self-education, the ability to master new information technologies, communication skills, be included in the process of mastering new trends in the field of their professional interests, and a number of others. A teacher is a specialist in the field of education who teaches and educates the younger generation. They must have all the above qualities, knowledge, skills and abilities in at least five subject areas (subject, methodology, pedagogy, psychology, information technology) and successfully combine all these to solve their professional tasks. The system of training a future teacher is quite a complex process due to its multitasking, but today an important aspect in this system is the information educational environment. The article describes the method of training a computer science teacher using this environment. The developed method was tested at the Department of Computational Mathematics and Methods of Teaching Informatics of Moscow Region State University and consists in creating special conditions that allow for joint information activities and interaction using various distributed information resources.

scholarly journals Digital educational environment as a factor of developing teacher’s professional reflection

2021 ◽  
Vol 14 (33) ◽  
pp. e16166
Author(s):  
Anna Konstantinovna Oreshkina ◽  
Dmitry Vladimirovich Lukashenko ◽  
Ivan Sergeyevich Samokhin ◽  
Marina Georgiyevna Sergeeva
Keyword(s):  
Communication Skills ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Self Awareness ◽  
Professional Standard ◽  
Educational Organizations ◽  
Educational Organization ◽  
Training Analysis ◽  
The Poor

The article explores the problem of teachers’ reflexivity, its influence on the educational process and the specifics of teachers’ professional activity. The research purpose is a theoretical and empirical study of teachers’ reflexivity and its developmental specifics. The main forms of reflexivity development are lecturing, training, analysis, self-analysis and testing. To improve the personality traits which are important for reflexivity development (self-awareness, communication skills, empathy, identification of professional and personal value guidelines, etc.), a teacher may also use different games and tasks, along with various methods of analyzing the lessons and his/her own contribution to them. All these resources should be included in the annual plan of an educational organization. The results of the study allow concluding about the effectiveness of the declared measures for teachers’ reflexivity development. Within the changing domestic education system, one of the key challenges is training teachers who meet the requirements of the modern professional standard. A possible solution to this problem can be systematic work in an educational organization to improve the teacher’s underdeveloped qualities. One of these characteristics, which can influence the improvement of the teacher’s professionalism and ensure the compliance with the professional standard, is reflexivity. Along with the fact that reflexivity is among the most important components of the pedagogical activity, it is necessary to recognize the poor criterial basis for the professional reflexivity of teachers working in educational organizations, namely the applied aspects of its development within teachers’ methodological activity.

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